Unit 24 Was gibt’s Neues? (What’s is the news?)
Learning objectives:
Pupils look at German newspapers and talk about their favourite columns of sections in a newspaper. They work together to produce texts for a class newspaper. They consolidate and celebrate what they have learnt during key stage 2. Phonic focus: all sounds.
Section 1 – week 1.Learning objectives:
Pupils make comparisons between English and German sources of news, recognise a variety of texts on a newspaper, apply phonic knowledge to sound out the written word and share strategies for coping with new language or challenging texts. / Resources / Notes (including phonic focus and daily activities) / KS2 Framework Objectives for the section
The main questions and answers learnt throughout the units form the basis of communication in the 4 skills of listening, speaking, reading and writing.
In English, discuss with pupils the idea of news around the world. Ask them to reflect on whether the same topics are covered everywhere and what columns we would expect to find in a newspaper, such as sport, weather and current affairs.
Explain to pupils that they are going to be “news hounds” and ask them to look through a selection of news sources in German. These might include newspapers and online sources. Go to “Newspapers Around the World” and click on a broadsheet from Germany and England. Bild.online and The Sun.online can be looked at to compare a German and English tabloid.
See how many newspaper columns they can spot easily, e.g. Sport, Lottzahlen. Ask them to identify other columns by using clues, such as text layout of pictures, e.g. Wetter (weather), Mode (fashion), Essen und Getränke (food and drink), Nachrichten (news), Musik (music), Kino (cinema). Some pupils may benefit from guidance on how to approach a challenging text.
Distribute word cards for the newspaper columns discussed above. Talk through these and their meaning in English. Ask pupils how many words they already knew or could recognise, and what their strategies were for working out the meanings.
Encourage pupils to use their knowledge of German phonics to decide how the names for newspaper columns should be pronounced. Ask them to share their pronunciation strategies as a class. Read out the names of newspaper columns clearly. Pupils repeat and check against their own suggestions.
Select a German news source on the internet and see if pupils can use the headlines to decide on main items of news, sporting events or news about celebrities.
Choose a short, accessible news item from an online source or real German newspaper and give pupils a copy and see if they can understand the gist of it. Ask them to highlight any parts that give them clues about the meaning. Then take feedback as a class. As extension the same news item from both a German and English newspaper could be distributed to pupils for comparison and comment. / (Newspapers Around the World)
http://www.onlinenewspapers.com/
Mary Glasgow publications do a magazine for pupils – das Rad – containing suitable articles for analysis. / Wie heißt du? (unit 1)
Wie geht’s? (unit 1)
Wie alt bist du? (unit 1)
Was ist dein Lieblingsspiel? (unit 2)
Wann hast du Geburtstag? (unit 3)
Was kannst du gut machen? (unit 3)
Was ist deine Lieblingsfarbe? (unit 4)
Hast du Geschwister? (unit 4)
Hast du Haustiere? (unit 5)
Magst du…? (unit 6)
Wie kommst du zur Schule? (unit 7)
Wo wohnst du? (unit 7)
Was für Sport machst du? (unit 10)
Was hast du zum Frühstück gegessen/getrunken? (unit 13)
Hörst du gern Popmusik? (unit 14)
Spielst du ein Instrument? (unit 14)
Was ist dein Lieblingsschulfach? (unit 19)
Lot-oh tsah-len
Vet-er
Mow-da
Ess-en uhnd ge-trenk-a
Nach-rich-ten
Moo-zeek
Keen-oh
During the week play Galgenmännchen (Hangman) to practise words for the types of news.
Pupils could make a display of articles from German-language newspapers. / L6.1
L6.2
KAL
LLS
Section 2 – week 2.
Learning objectives:
Pupils read and understand opinion phrases, recognise the importance of tone of voice when giving an opinion, recognise a positive or negative opinion and use a dictionary to aid comprehension. / Resources / Notes (including phonic focus and daily activities) / KS2 Framework Objectives for the section
Play a “news flash” game. Show the word cards for the newspaper columns or sections again. Ask pupils to put up their hands if they think they can remember the correct pronunciation for each card. Choose a few pupils to have a go and then encourage the whole class to repeat after you. Set the class a challenge: invite individual volunteers to read out as many of the word cards in German as they can in 60 seconds. The rest of the class can count the words. Ask pupils to repeat the same activity with a partner.
Play the “news flash” game again as a class, but this time substitute the word cards with pictures or symbols representing the newspaper columns. Pupils then play in pairs. Ask them to share their strategies for remembering new language.
Play Lotto (Bingo), using a pre-prepared Bingo card with symbols to represent the newspaper columns.
Play a sorting game. Divide pupils into groups of 4 and give them a set of text cards showing opinion words, e.g.
Interessant interesting
Langweilig boring
Toll great
Schön beautiful
Zu lang too long
Leicht easy
Schwer difficult
Ask pupils to sort the cards into positive and negative opinions. Encourage them to use dictionaries. Encourage them to use their knowledge of phoneme-grapheme correspondence and the technique of segmenting words to help them work out the pronunciation of the new words. Ask each group to compare their answers with a second group and to share their strategies for using a bi-lingual dictionary. The class feed back their answers, offering any other words they know for expressing opinions.
Play Thumbs up and Thumbs Down. Read out a phrase from one of the text cards showing opinion phrases. Each group finds the corresponding card and waves it in the air. Ask pupils to listen a second time and think about whether it is said in a positive or negative manner. They decide whether the manner in which the opinion is stated matches its meaning. They show “thumbs up” if the style matches the opinion and “thumbs down” if it doesn’t, e.g. if Sport ist langweilig is said in a lively and upbeat way, this is a “thumbs down”.
Repeat the game, with pupils playing in groups and taking it in turns to call out an opinion. / When a pupil has completed their card, ask them to read the items back for checking.
In-tare-ess-ant
Lang-vile-ich
Tawl
Shewn
Tsoo lang
Lie-cht
Sh-vair
Throughout the week, practise the new language by playing a Phoneme-Grapheme Running Game in the hall or a large space. Place large grapheme cards around the hall, call out a phoneme and pupils must run to the corresponding card. Progress to calling out whole words. / L6.3
LLS
Section 3 – week 3.
Learning objectives:
Pupils express a spoken opinion about news, work as a team to agree on and offer an opinion, ask a question to obtain an opinion, understand an opinion offered by someone else and create a written sentence to describe an opinion. / Resources / Notes (including phonic focus and daily activities) / KS2 Framework Objectives for the section
Revise the use of the word gern when attached to a verb, e.g. Hörst du gern…? Ich spiele…gern.
Ask individual pupils the question:
Liest du gern die Sportseiten? (Do you like reading the sport pages?) to elicit the answer:
Ja, ich lese gern die Sportseiten. (Yes, I like reading the sport pages).
Show a page from a real newspaper to give pupils a visual clue. Ask the same question about other parts of a newspaper, e.g. das Wetter, Mode.
Give a set of text cards showing opinion phrases (see previous section) to each group. Ask an individual pupil to select a newspaper section and ask their group a question about it. E.g. Liest du gern die Modeseiten? (Do you like reading the fashion pages?). Each group has 30 seconds to discuss its response, reach a consensus and choose an opinion card. Go around the class and each group holds up their chosen card and choruses their opinion, e.g. Ja, Mode ist interessant.
Repeat the question and encourage pupils to give an extended answer, e.g. Ja, ich lese gern die Sportseiten. Sport ist toll. Ja, ich lese gern die Modeseiten. Mode ist interessant.
Agree with pupils’ statements by introducing Ja, ich finde Mode interessant. Encourage pupils to use the expression Ich finde…when giving opinions.
Write model sentences on the board, e.g. Ich lese gern die Sportseiten. Ich finde Sport interessant (I like reading the sport pages. I find sport interesting). Discuss the use of connectives and how to link the sentences together. Do pupils know any words to do this? Which word would be appropriate in English?
Remind pupils of the word weil, and ask pupils to insert the word to link the 2 sentences Ich lese die Sportseiten gern and Ich finde Sport toll. Remind pupils that weil sends the verb to the end of the clause: Ich lese gern die Sportseiten, weil ich Sport toll finde. Compose other extended sentences with weil, using other columns of the newspaper.
As extension, ask pupils to think up ways of remembering that after weil the verb moves to the end of the clause. They may suggest a phrase, picture or rhyme that could be added to a display.
Play Finish That Quote. Invite 3 confident pupils to come to the front to demonstrate. Give each pupil a text card to read out, e.g:
Card 1 Ich mag die Sportseiten. (I like the sport pages)
Card 2 weil
Card 3 ich Sport…finde (I think sport is…)
Pupil 1 reads out their part of the sentence, pupil 2 continues and pupil 3 supplies an opinion. Play this game several times with different combinations of text and pupils. Each time, give the first card to a less confident pupil and the third one to a confident pupil.
Invite pupils to carry out a class survey of their opinions on columns in a newspaper. Ask each pupil to select 3 columns. They have to ask 6 different pupils their opinions about these and record their answers, e.g. Liest du gern Rezepte? Nein, ich lese nicht gern Rezepte, weil ich Rezepte langweilig finde. (Do you like reading the recipes column? No, I don’t like reading the recipes’ column because I find recipes boring).
Ask individual pupils to present some of their findings from the survey. Model how they might do this by using the third person singular (er/sie), e.g. Patrick mag die Sportseiten, weil er Sport interessant findet. (Patrick likes the sport pages, because he thinks sport is interesting); Rebecca mag die Nachrichten nicht, weil sie die Nachrichten langweilig findet. (Rebecca doesn’t like the news’ section, because she finds the news boring).
Invite pupils to create a display of quotes from the survey in speech bubbles. Each pupil selects one quote and writes that pupil’s opinion on a newspaper column, e.g Ich mag die Sportseiten nicht, weil ich Sport langweilig finde! (I don’t like the sport pages, because I find sport boring!). Pupils can use ICT for this activity and add their own sound recordings. Some pupils will prefer to be given a semi-completed speech bubble to either fill in the gaps or complete by selecting from a word bank. / You may decide to use finden as an easier way of expressing an opinion, e.g. Ich finde …gut. An alternative to Magst du…? (Do you like…?) Liest du gern…? (Do you like reading…?) could be the more open-ended question. Wie findest du…? (What do you think of…?).
Finden (fin-den)
Ich finde…gut (ee-h find-a…goot)
Magst du…? (mahg-st do)
Liest du gern…? (leest do gairn)
Wie findest du? (vee find-est do)
Lee-st do gairn dee shport-zeye-ten
Ya, ich lay-za gairn dee shport-zeye-ten
Ya, ee-h lay-za gair dee shport-zeye-ten. Shport isst tawl. Ya, ee-h lay-za gairn dee mo-da-zeye-ten. Mo-da isst in-tair-es-ant.
Ya ee-h find-a mo-da in-tair-es-ant.
Because (vile)
ee-h lay-za gair dee shport-zeye-ten vile ee-h shport tawl find-a
Leest do gairn rets-ep-ta. Nine, ee-h lay-za nee-ht gairn rets-ep-ta vile ee-h rets-ep-ta lang-vile-ich find-a.
Patrick mahg dee shport-zeyet-en vile air shport in-tair-ess-ant find-et
Rebecca mahg dee nach-rich-ten neeht vile zee dee nach-rich-ten lang-vile-ich find-et
During the week pupils can make a class display board of likes and dislikes, with each pupil contributing an opinion in a speech bubble. Encourage them to use known vocabulary, such as food, drink or games. / O6.3
O6.4
L6.4
KAL
Section 4 – week 4.
Learning objectives:
Pupils answer the question “why?” and give reasons, talk about their favourite newspaper columns and read and respond to a text. / Resources / Notes (including phonic focus and daily activities) / KS2 Framework Objectives for the section
Revise the German vocabulary for the different columns of the newspaper. Give pupils a timed challenge: to recall, in groups, the German names for 5 newspaper columns. Some pupils may need support, e.g. first letters or visual clues.
Write/put word cards across the board of the newspaper columns and underneath, in random order, have picture flashcards/text cards of known vocabulary that is linked to each newspaper column. Say the word for one of the picture flashcards/text cards, and see if a volunteer can come to the board and place that picture flashcard/text card under the correct newspaper column, e.g.:
Newspaper column / Picture flashcard/text card
Wetter / Es ist sonnig
Essen + Getränke / Ich esse gern Kuchen/Ich trinke gern Kaffee, etc.
Nachrichten / Ein Mann hat 25 Hunde in seinem Haus!
Musik / Ich höre gern Beethoven.
Kino / Mein Lieblingsfilm ist Marley und ich.
Mode / Ich trage eine rote Hose.
Reise / Nächste Woche fahre ich mit dem Flugzeug nach Spanien.